[en] Due to inconclusive findings concerning the components responsible for the difficulty of reading
comprehension items, this paper attempts to set up an item-generating system using hypothesis-driven
modeling of item complexity applying Fischer’s (1973) linear logistic test model (LLTM) to a German
reading comprehension test. This approach guarantees an evaluation of the postulated item-generating
system; moreover construct validity of the administered test is investigated. Previous findings in this
field are considered; additionally, some text features are introduced to this debate and their impact on
item difficulty is discussed. Results once more show a strong influence of formal components (e.g. the
number of presented response options in a multiple-choice-format), but also indicate how this effect can
be minimized.